1. The photo shows a dolphin, considered to be one of the most intelligent animals on Barth. In what ways do you think a dolphin could demonstrate intelligence? How would you test a dolphin for intelligence? 2. Do you think that other animals think? Do all animals think? What kinds of things might they think about? a : HEMEL GO TO MyEnglishLab TO CHEC80 2 FOCUS ISTENING ONE VOCABULARY GB © Read and listen to a lecture from an introductory course on animal intelligence. Notice the words and expressions in bold. Host: Welcome to this month’s guest lecture. This morning I'm pleased to introduce Dr. Addison Shanks, visiting scholar from Johnson University. So without further delay, Tl give the floor to Professor Shanks. Dr. SHANKs: Thank you. Good to be here. Today we'll consider whether animals are “intelligent” in the same ways that humans are, Let me begin by asking you how we know humans are intelligent. Off the top of your head, would you say itis because we invent language or use tools? Is it because we can transfer knowledge we learn in one context to another context? Are we intelligent because we can deceive and intentionally trick others? Or is it because we empathize with others, understanding how they feel? Are other animals capable of these things as well? Let's consider some recent research. ‘A chimpanzee First, humans are conscious beings. When we look into a mirror, for example, we know we are seeing our own image. What about other animals? If you show a chimp his own reflection in a mirror, one might assume that he thinks he’ looking at another chimp. But is it true that he just doesn’t get it, or would the chimp understand he’ looking at himself? Apparently, he would, When some apes look into a mirror for the first time, their reaction is spontaneous: ‘They examine their teeth. In some studies, researchers put paint on the faces of sleeping chimps. After waking, the chimps used a mirror to get the paint off. This shows awareness, or knowledge, of self. Dolphins and elephants have also demonstrated self-awareness: ‘They look into mirrors to examine themselves after researchers place marks or objects on their heads. Second, we've learned some intriguing things about the ability of animals to communicate, both with each other and with humans. Of course, most animals aren't able to vocalize; that is, put voice to words. However, a growing number of animals raised in captivity have learned to communicate with humans through computers or gestures, sometimes learning thousands of words, While we could claim that this is just rote memorization and not true communication, studies have shown that certain apes can ask and answer questions they have never heard before and even create new “words.” For example, a gorilla named Koko saw a picture of a mask for the first time and called it an “eye hat” What other abilities are unique to humans? We humans show intelligence by putting items into categories according to color, size, shape, and so on, Humans also find answers to complex problems and apply the answers in a different context, or new situation. However, many UNIT 4examples show that animals can figure out complicated problems and transfer knowledge as well. Crows, for instance, figure out how to steal when fishermen aren't looking, by pulling the fishing line out of the water inch by inch until they get the fish. Finally, consider emotions. Are humans alone in feeling love, sadness, empathy, compassion? Consider the research gorilla who showed distress and stopped eating when her pet kitten died, or recall that elephants display grief when family members die. Like humans, can animals be socialized to help one another? And do animals lie and use deception to trick others? Do animals guess what others are thinking and then take advantage of that knowledge? At this point, you can safely predict yes. Case in point: An elephant secretly learned how to open his cage at a 200. After the humans had left for the night, the elephant opened all the other elephant cages, releasing his friends for midnight walks. So we end up asking if animal intelligence is really so different from that of humans, and, if so, to what degree? Furthermore, if animals can categorize, perform simple mathematics, intentionally deceive others, make and carry out plans, and communicate with humans, what kind of relationship should we have with them? A growing body of research is pushing the edge of the envelope on what we consider “human” when we think about these questions. Match the words and expressions on the left with their definitions on the right. 1. give the floor to someone _ a. interesting because it’s unusual or unexpected 2. off the top of one’s head —_b. understand. 3. transfer c. not planned 4, context 4d. doesn’t understand 5. doesn't get it ¢. the situation, events, or information related to something 6. spontaneous f. trained to behave in a way that is acceptable to — 7 intriguing others in your group ___ 8 rote pe ilahb —— Seategseles hh. groups based on similar qualities a I eget i. habitual, mechanical ll. iali sentalboet j. spoken without thought or planning beforehand 12. end up Ik, move from one place to another 1. give someone else the opportunity to speak GO TO MyEnglishLab FOR MORE VOCABULARY PRACTICE. Animal Intelligence 8182 PREVIEW Recent research has changed our view of animal emotions and animal intelligence. Three researchers discuss their experiments in a radio intervie Dr. Sally Boysen, professor of psychology, Ohio State University Dr. Stan Kuczaj, professor of psychology, University of Southern Mississippi Dr. Irene Pepperberg, University of Arizona © Listen to the introduction. Write the type of animal to be discussed. Talk with a partner and predict what information you might hear about each. 1. ‘An African grey parrot MAIN IDEAS {GB & Listen to the whole interview. Look again at your predictions from the Preview section, How did your predictions help you understand the interview? UNIT 4‘What did the animals do? Check (7) the correct picture. Then compare your answers with your predictions in Preview. 1 fo a ‘ | | DETAILS @ Listen to the interview again. Write T (true) or F (false) for each statement. Correct the false statements. Then discuss your answers with a partner. ___ 1. The older chimp, Sara, helped the new, disabled chimp by giving her some food. 2, Sara’s behavior is remarkable to Dr. Boysen because Sara has not been socialized with other chimps. 3. Alex, the parrot, uses a computer to communicate. 4. Alex can answer questions about where he wants to go. 5. Dr. Kuczaj’ killer whale used fish to attract seagulls. __ 6. Dr. Pepperberg says that talking to Alexis like talking to a very young human. (continued on next page) Animal Intelligence 83.84 7. Dr. Pepperberg doesn’t call Alex’s talk “language;” she calls it “two-way communication.” _—_— 8. When Alex answers questions, he doesn't seem to understand the questions; instead, he is answering in a rote manner. 1H GO To MyEnglishLab FOR MORE LISTENING PRACTICE. MAKE INFERENCES UNDERSTANDING ATTITUDE FROM STRESSED WORDS AND HESITATION An inference is an educated guess about something that is not directly stated in the text, We understand a speaker not only by hearing the words used, but also by noticing which words are stressed. Stressed words indicate that the speaker places more importance on something. Pauses and hesitation can also express a speaker’ attitude. @ Listen to the example. Notice the clues to the speaker's attitude in her stressed words and pausing. Example How does Dr. Boysen feel about Goodwin's question? Circle the correct answer. a. surprised b. pleased «. not happy ‘What might she say about her feelings? a. “Lwasnit ready to speak first” ». “Idon't know the answer to that question?” ‘Answer: a. She feels surprised by the question. She might be thinking, “I'm not ready to speak first” Dr. Boysen begins with “Oh,” showing surprise, then stresses “would” in “you would start with me” showing reluctance to speak, and finally hesitates on “I—I guess probably,” showing that she isn’t quite ready to speak. ‘@) Listen to the excerpts and circle the correct answers. Pay attention to clues in the speakers’ tone of voice, stressed words, pauses, laughter, and other clues, Excerpt One 1. How does Dr, Boysen feel about the chimpanzee’s behavior? a. She's impressed by it. b, Shes confused by it . She’ saddened by it. UNIT 42, What might Dr. Boysen say about what Sara, the chimp, did? a. “This shows that animals have emotions and feelings” b. “This shows that animals can teach each other” Excerpt Two 1. What is Goodwin's attitude about the parrots behavior? a. He is impressed by what the bird did. b, He can't believe the behavior really happened. c. He doesn’t think the behavior shows intelligence. 2. What might Goodwin say about what Alex, the parrot, did? a. “He is easily confused by new situations” b. “He understood that we were trying to trick him? EXPRESS OPINIONS Work in a small group. Discuss the questions. 1. Do you think the research shows that these animals are intelligent? Why or why not? Give reasons for your answers. «Sara, the chimp + Alex, the parrot + the killer whales 2. Have you ever observed intelligence or emotional expression in an animal, either a wild animal or a pet? If so, describe it and what you think it showed, EIB GO TO MyEnglishLab TO GIVE YOUR OPINION ABOUT ANOTHER QUESTION. Animal Intelligence 85HSIN] WHAT MOTIVATES ANIMALS? VOCABULARY (GB © Read and listen to the passage below. Discuss with a partner or group possible meanings for the words and phrases in bold. giant octopus Controversy surrounded the disappearance of some crabs at an aquarium in Oregon a few years ago. One morning, workers found crabs missing from their tank and empty crab shells on the floor. New crabs were brought in to replace the dead ones, but the same thing happened several more times. Who was guilty? They installed an overnight camera to find out. It turns out that a sneaky octopus had learned to take advantage of his nighttime privacy. Did he anticipate a midnight snack? It looks that way. He waited all day until workers went home. Then he was able to manipulate his body, lengthening and narrowing himself to fit into an air tube that led out of his covered tank, He maved across the floor into the crab tank. After enjoying a midnight crab meal, he went back to his own tank the way he had come, looking quite innocent in the morning, Workers were amazed that a seemingly unintelligent animal was able to carry out such a trick. Match the words and expressions on the left with the definitions on the right. ___ 1. controversy a, has a particular result 2. it turns out b. skillfully handle or control ____ 3. take advantage of c. expect something to happen ____ 4, anticipate 4. profit from 5. manipulate e, serious disagreement 86 UNT4COMPREHENSION Other scientists have added to our knowledge of large ape and bird intelligence. In this podcast interview, Liz Pennisi, a writer for Science Magazine, discusses some new research on animal cognition, BD © Listen to the interview. Check (7) the answers. i ‘The speakers say that apes and / or birds can... 1. understand when a human is watching. 2, manipulate humans to get what they want. 3. operate robots, 4, teach what they've learned to their offspring. 5. remember, 6. create works of art. 7. plan, 8. anticipate the future. ooogoogoagoodnda oooocooaoag 9. judge what someone else might be doing. oO o 10. deceive others who might steal their food. Discuss the question with a partner. Then share your answer with another pair or the whole class. In both reports, you heard research that investigates the meaning of intelligence. In your opinion, what is a useful definition of “intelligence”? ml_GO TO MyEnglishLab FOR MORE VOCABULARY PRACTICE. Animal Intelligence 87LISTENING SKILL IDENTIFYING THE MAIN IDEA AND EXAMPLES IN ORAL PARAGRAPHS Highly educated speakers often structure their speech so as to include a clear main idea (usually toward the beginning), which is sometimes supported with an example, Noticing when the oral paragraph has come to a close helps you notice when the speaker will introduce the next main idea. @ Read and listen to the example. Example A lot of the work is done [on] chimps and other apes because they're our closest relatives. . .. So there’s been a series of experiments. One of the more recent ones has to do with putting a chimp head to head with a human, and the chimp wants to reach for food, and the human has the ability to pull the food away. Liz Pennisi says that research is being done on chimpanzees because of their similarity to humans: “... they're our closest relatives” She supports this main idea with an example of the experiments comparing chimps and humans. This evidence helps prove the main idea. @) Listen to another oral paragraph in which Liz Pennisi explains her research. The main i idea is identified for you in the outline. Complete the information about the example. 1. Main idea: Some skills you see in chimps and humans might also exist in social birds. Supporting example: ‘A. They started experiments on B. The experiments showed GO TO MyEnglishLab FOR MORE SKILL PRACTICE. 88 uNT4STEP How did the animals you heard about demonstrate their intelligence? ‘Complete the chart With information from Listening One (about animal intelligence) and Listening Two (about animal motivation). Organize | WHAT MOTIVATES ANIMALS? ANIMAL 1. Chimps ANIMAL INTELLIGENCE One chimp understood that another * chimp was disabled and helped that chimp. | Scrub jays and crows: | © Bury food and hide it from other birds Come back later and change hiding | place ifthey think another bird was | | 1 watching | (Whales were not mentioned in | . Listening 2.) 2. Birds. | || | STEP 2: Synthesize Work in groups of three. Each of you is an animal scientist in a special area. Select your category of specialization: chimpanzees, birds, or killer whales. Study the chart for your specialty. Think of a topic sentence and choose supporting details. Explain your recent research in a short oral presentation. Then change groups and repeat your presentation. Example My research focuses on chimps. We have seen many examples of intelligence in these animals. In one case, .. .In another case, GO To MyEnglishLab TO CHECK WHAT YOU LEARNED. Animal Intelligence 8D90 Celey} VOCABULARY REVIEW Work with a partner: Say the underlined word aloud, Then circle the two words that are related to the underlined word. Use a dictionary if necessary. Example remarkable insignificant 1. socialized tamed friendly wild 2. context knowledge situation setting 5. spontaneous thoughtful unexpected unplanned 4. intriguing irrelevant fascinating mysterious 5. categories types individuals groups 6. figure out add understand solve 7. end up get behind finish result in 8. doesnt get it doesn't understand doesn't realize _car‘timagine 9. offthe top ofoneshead considered not researched quickly 10. givesomeonethefloor ask foranopinion help towalk_—_allow to speak 11, manipulate pull handle use 12, anticipate oppose plan expect 13, controversy argument agreement dispute EXPAND GB © Work with a partner: Listen to and read the transcript of a radio talk show as a host answers comments from callers. Host: Our guest today is Dr. James Rutledge, an expert on animal behavior. Welcome, Dr. Rutledge. I've asked our listeners to call in to tell us their stories of smart animals or animals that cause problems. We've got calls from, all over. Yes, hello, Lin. You're on the air. UNIT 4Lin: Host: Dr. RUTLEDGE: Host: Host: JANEK: Host: ALICIA: Host: Dr. RUTLEDGE: Hi, I'm calling about a smart animal that’s causing me problems. I have a bird feeder hanging in my yard, No matter what I do, squirrels eat all the food. ‘They're such a nuisance! I've tried to puta stop to it every way I can think of, but the squirrels always figure out a solution, How can I outsmart them? And, also, raccoons are getting into my attic... Sorry to butt in here, Lin, but I want to stick to one question at a time. Dr. Rutledge, what about Lin's squirrel problem? Well, squirrels are clever at getting food and enjoy a Acquired challenge. However, you can outwit them, Most likely, they're getting at your feeder from above. Raise it higher and move it to an open space so they can't jump down from the house or trees. ‘Thanks for calling, Lin. OK, Janek... . Janek? Are you there? You have the floor. Yes, hello, I'm calling about problems with deer, which are not very intelligent animals. I make a living selling garden plants, but deer jump my fence at night and eat everything. It's costing me a fortune. What's more, they're dangerous. Dangerous? What do you mean? Deer often run into the street and cause car accidents. I like animals as much as the next person, but at some point we have to admit that humans are more, well, superior to animals. Deer are not endangered animals. We just have to get rid of them if they become problems. You mean kill them? Some people might think killing them is pushing the envelope a bit, no? Callers, what do you think? The phone lines are already ringing. Alicia, you're on. Hi. [just heard your last caller, and I take issue with his cruel solution to the deer problem. Animals are helpless next to humans, so its our responsibility to protect them, not kill them because they're in our way, The humane thing to do is stop thinking that wild animals are a nuisance, and just learn to live with them. Dr. Rutledge, would you like to weigh in here? Both callers have good points. We have to allow for human activity, but we also want to be ethical in our treatment of animals. And we want to preserve what we can of the natural world for our children, of course. (continued on next page) Animal Intelligence 91Host: OK, time for one last caller. Kenna, you're on the air. KENNA: I sawa very smart cat on my local news and on YouTube. He’ called the “Cat Burglar” because he sneaks out at night and steals from families in the neighborhood. He takes bathing suits, shoes, toys, all kinds of things, and delivers them all to his embarrassed owners. He’ taken hundreds of items in a couple of years. Dr. Ruttepee: _(Jaughing) Intriguing case! It would be fun to study this cat's behavior and figure out his motivation. For example, maybe he’s categorizing these objects by smell or taste. Host: Or maybe he’ just having fun! At any rate, we're out of time for today. So thanks, callers, and thank you for joining us today, Dr. Rutledge! Match the words and phrases on the left with the definitions on the right. 1, puta stop to a. not cruel 2, butt in b. remove; throw away 3. make a living . give an opinion about something 4, endangered d. threatened with extinction 5. get rid of e. interrupt 6. pushing the envelope _f. disagree with 7. take issue with g- earn enough money to support oneself 8, humane hh, moving beyond the limit of what has usually been done 9. ethical i, morally good and correct 10. weigh in 92 UNT4 j. end an activityCREATE Work with a partner. Take turns asking and answering these questions using vocabulary from this section, The words are listed in the box below. Check them off as you use them. Before beginning, look at the questions and write a few notes to help you speak. anti figure out pushing the edge of the envelope butt in get rid of put a stop to categories give the floor to someone —_—rote. context, humane socialized controversy intriguing spontaneous doesn’t get it it turns out take advantage of endangered make a living take issue with end up manipulate transfer ethical off the top of one’s head 1. What is your reaction to the comments of these callers? + Lin (squirrels) + Janek (deer) + Alicia (deer and other wild animals) + Kenna (cat) 2. Do you think the animals mentioned in the interview—squirrels, deer, and cats—are intelligent? Why or why not? 3. What other animals do people consider a nuisance? Are they just annoying, or do they pose a danger to humans? 4, What abilities do animals have that people don’t have? What abilities do people have that animals don’t have? 5, Do you think people are sometimes unethical in the way they treat animals? Can you think of examples in which animals are not treated in a humane way? 6. ‘There is controversy over whether animals should be used in scientific experiments, just as some people debate whether we should stop eating meat. Are people pushing the envelope if they consider putting an end to either of these two activities? GO TO MyEnglishLab FOR MORE VOCABULARY PRACTICE. Animal Intelligence Q394 GRAMMAR (GB Work with a partner: Read the conversation and answer the questions. A: Ijust did the assignment about animal communication. The article reported that some parrots could recognize themselves in a mirror. B: Yeah, and it said they were able to string three or four words together, too. Actually, my professor told us that he had just written a paper on how parrots learn language. He said he was going to publish it next month. What did the paper say? B: Well, apparently it warned that researchers had to study animal intelligence more carefully before drawing conclusions. 1. Do we know the exact words of the article or the professor? 2. Why do you think Speaker B chose not to quote the article or the professor directly? REPORTED SPEECH Reported speech (also called indirect speech) reports what a speaker said without using his or her exact words. Use words like said (that), told, indicated, mentioned, reported, etc., to show that you are reporting information that someone else said. ‘When you are reporting what a speaker or article said, “backshift” the verb in the indirect speech statement. Original: “We are are conducting some interesting research on endangered whal Reported: The scientist explained that she was conducting some interesting research with endangered whales. ‘The verb in the reported speech has shifted back in time; in this case from the present continuous to the past continuous. See more examples in the chart on page 95. Norz: If you are reporting a persor’s unchanging beliefs or a general truth, rather than an event, it is not necessary to change the tense of the original verb. Original: “Many animals are remarkably intelligent.” Reported: The zoologist told her students that many animals are / were remarkably intelligent. UNIT 4COMMON VERB CHANGES Change: present tense — past tense present progressive tense > past progressive tense past tense and present perfect tense > past perfect tense will + would can > could may — might must + had to ‘The modals should, could, might, and ought fo do not change. Change the pronouns, possessives, and time words to reflect the original meaning. Direct Speech “['m a researcher, studying animals’ use of tools” “['m conducting an ‘experiment on crows” “The crows made a hook to get food from a tree” “We have never studied this behavior before” “Lwontt be at the meeting” “I can ask my colleague to take notes.” “[ may be able to send my secretary” “[ must find a way to repeat my experiment” “I should publish my results.” “T canit access my computer because it broke down yesterday.” Indirect Speech ‘The zoologist said (that) she was a researcher, studying animals’ use of tools. She said (that) she was conducting an experiment on crows. “The researcher reported (that) the crows had made a hook to get food from a tree. She said (that) they had never studied this behavior before. She explained (that) she ‘wouldy’t be at the meeting. She said (that) she could ask her colleague to take notes. She mentioned (that) she might be able to send her secretary. She said (that) she had to find a way to repeat her experiment. She said (that) she should publish her results. ‘The student claimed (that) she couldn't access her computer because it had broken down the day before, Animal Intelligence OS96 Work with a partner. Student A: Read the first statement aloud. Student B: Cover Student A’s statements. After Student A reads each statement, report it using indirect speech. Use a variety of reporting verbs. Follow the example. Student A: Check Student B's response. The correct response is in parentheses. Example A: I'm reading an article about Jane Goodall B: You mentioned you were reading an article about Jane Goodall, right? A: That's right. Student A 1, Jane Goodall is the world authority on chimpanzees (B: You said she was the world authority on chimpanzees.) 2. She has studied chimpanzees for over 45 years. (B: You said she had studied chimpanzees for over 45 years.) 3. She discovered tool-making among chimps. (B: You explained she had discovered tool-making among chimps.) 4, Her work will affect generations of people. (B: You told me her work would affect generations of people.) Now switch roles. Student B 5. Im reading about a dolphin research center. (A: You said you were reading about a dolphin research center.) 6. I'm going to visit the center in August. (A: You indicated you were going to visit the center in August.) 7. I've always wanted to swim with dolphins. (A: You claimed you'd always wanted to swim with dolphins.) 8. The dolphins at the center are used to interacting with humans. (A: You reported that the dolphins at the center were used to interacting with humans.) UNIT 4Work with a partner. Role-play a conversation between A, who believes that animals are quite intelligent, and B, who does not. A and B each use information and reasons they've heard (see pages 80-81) to support their positions. Example ‘A: My professor told me that a recent study had shown that an ape had learned to use sign language to commuriicate. signs, he. SUPPORT FOR A'S POSITION College professor: “A few studies have shown that apes can lear to use sign language to communicate.” Well, my uncle, who's a zookeeper, claimed that when the chimp he worked with made ‘SUPPORT FOR B'S POSITION Uncle who is a zookeeper: “When the chimp work with makes signs, he is just copying humans. He doesn’t know what he is doing.” Radio report: "Crows have been filmed carrying clams high into the air. They drop the clams, and the clam shells break. Then the crows pick up the food.” Teacher: “Some dogs and other animals can be trained to do tricks. That doesn’t prove that they are intelligent.” Neighbor: “I have a cat who senses when I'm sick and stays by my side. When I'm well, she usually keeps to herself.” Parents who have had cats for years: “Some people think their pets are smart. But the pets that we've seen can't understand even basic ideas.” Friend: “Animals have feelings, too. Whenever 'm away on a short business trip, my family says my dog stops eating.” Roommate: “Animals don't feel love for people. They're only motivated by food or fear. No pet will ever be able to experience human emotions.” 1 Go To MyEnglishLab FOR MORE GRAMMAR PRACTICE. Animal Intelligence 7PRONUNCIATION YES-NO QUESTIONS WITH OR Some YES-NO questions with or ask the listener to make a choice, Listen to this question. How ‘would you answer it? © 1s communication more complex in humans or animals? Some YES-NO questions that include an or phrase are true YES-NO questions. They are asking the listener to say “Yes” or “No” not to make a choice. Listen to this question. How would you answer it? @ Can animals communicate about the past or the future? Asking choice questions with or + ‘The words joined by or are in different thought groups. + Intonation rises on the first choice and falls on the second. Asking true YES-NO questions with or + The or-phrase is pronounced as one group. + Intonation rises smoothly over the or phrase, ‘Answering questions with or Sometimes the answer to a choice question and a true YES-NO question can be almost the same. UNIT 4 Is communication more complex ae inhumans or animals? __— (The speaker is asking the listener to indicate which of the two choices, humans or animals, hhas more complex communication.) Can animals communicate about the past or future? Sec (This question is asking if animals can communicate about things that are not happening now, in the present.) el hs A: Did Jane Goodall study chimps or apes? Se A (he speaker wants the listener to indicate which choice is correct.) B: She studied chimps. eee A: Did Jane Goodall study plants or birds? ie (The speaker is asking whether Jane Goodall studied those things.) No. She concentrated on chimps.BD © Listen to the questions and repeat them. The questions are all true YES-NO questions, Say the words in the or-phrase as one thought group. Your voice should rise smoothly over the or-phrase. 1. Do you have a cat or a dog? 2, Do you like to visit 200s or parks? 3, Do chimps communicate with sounds or gestures? 4, Can your dog shake hands or roll over? 5. Can that parrot ask or answer questions? 6. Did the speaker talk about the intelligence of cows or chickens? 7. Have you read about seagulls or crows? 8 Do you have a fur coat or a leather jacket? @ Listen to the same questions, said differently, and repeat them. This time the speaker is asking choice questions. Say the words in the or-phrase in two thought groups. Your voice rises on the first choice and falls on the second. Work with a partner: Read the questions below. Some of the questions make more sense as choice questions, some make more sense as true YES-NO questions, and some could be either choice questions or true YES-NO questions. Have short conversations using each question. Take turns asking and answering the questions. Group words carefully and use intonation clearly. 1. Can animals manipulate or deceive? 2, Are you a meat-eater or a vegetarian? 3, Do pets prefer human food or pet food? 4, Are you more afraid of snakes or spiders? 5. Would you like to see a tiger or lion? 6. Should people wear real fur or fake fur? Animal Intelligence100 SPEAKING SKILL Sometimes listeners need an example to be able to understand or believe the speaker's point. ‘They use different phrases to ask for examples, which the speaker then provides. {GB Read the conversation between two students. Pay attention to the expressions in bold. A: Elephants have an amazing capacity for memory. B: Really? What do you mean? ‘A: Well, off the top of my head . . . Female elephants remember hundreds of other elephants. I read an article about this. ASKING FOR AND GIVING EXAMPLES, Asking for Examples Giving Examples Could you give me an example? Let me give you an example: .. What do you mean? Well, what I mean is... Such as? For instance, .. Like what, for instance? One example is... Could you give me some more details? vey Such as... Wall, lets see . ‘Wall, off the top of my head . Read the conversations. Fill in the blanks with phrases to ask for or give examples. There can be more than one correct answer. 1. Az You know, many people want to put a stop to circuses because they treat elephants so badly. B: Why? How do they treat them? 2 ‘As ‘The elephants don't exercise enough, and they have too much stress, so they often get sick. , many of them develop skin diseases. And sometimes trainers hit the elephants, too. UNIT 42. Ar People should be more aware of the problems elephants face. B: 2 A: Well, African elephants are hunted for ivory, and many hundreds of them are killed every year. And Asian elephants are losing their natural habitat because of humans. 3. A: [read that female elephants find several “babysitters” to help them raise their babies. ‘The babysitters help with all kinds of things. B: 2 A: Well, they protect the young elephants when the group moves from place to place. Work in small groups and share information about types of animal intelligence. Each person selects one square in the box and reads the corresponding information. Then take turns explaining the finding to the other members of the group, giving and asking for ‘examples. Use reported speech to restate the words of the researcher. PERSON A: EXPRESSION OF EMOTIONS Research finding: Chimps recognize and express emotions such as happiness and fear. Researcher statement: “We showed them TV scenes of other chimps playing and fighting. We used thermometers to measure their brain temperature. ‘We found that the chimps had physical reactions to the other chimps’ feelings” PERSON B: SELE-RECOGNITION Research finding: Dolphins are able to recognize themselves in mirrors. Researcher statement: “Our research team used markers to draw lines on the bodies of two captive dolphins. Once the dolphins felt the marker, they swam over to mirrors to inspect various parts of themselves. ‘Then they tried to get rid of the marks by rubbing themselves on the tank” (continued on next page) Animal Intelligence 101PERSON C: PROBLEM-SOLVING Research finding: Crows are creative problem-solvers. Researcher statement: “I filmed crows in urban Japan. They dropped nuts on the road and waited for cars to run over them and crack the shells. Then the crows went back to eat the nuts” PERSON D: LANGUAGE Research finding: Squirrels use their tails to communicate. Researcher statement: “Tail flashing, or moving the tail ina wave-like motion, is one of the first indications squirrels give when they sense something disturbing. Ifthe threat seems greater, they will add vocalizations—sounds—to the tail flashing” FINAL SPEAKING TASK 1m. GO To MyEnglishLab TO CHECK WHAT YOU LEARNED. In this activity, you will work with a group to identify arguments for and against a position related to animals and their relationship to people. You will then present the issue to the class, Use the vocabulary, grammar, pronunciation, and language for giving and asking for examples that you learned in this unit." STEP I: Divide the class into groups. Each group selects a question from the list or proposes a new one. Consider the question in terms of what you have learned about animal intelligence. 1. Isit ethical to put wild animals in 200s? 2. Is it humane to raise animals as food for humans? 3. Should humans conduct experiments on animals? 4, Should we put a stop to hunting for sport? 5, Should we pass stricter laws to protect endangered species? * For Alternative Speaking Topics, see page 105. UNIT 4STEP 2: Study the example outline. Then organize your ideas in the outline below. Be sure to think of reasons and examples for both sides of the argument. Example Topic: Should people wear fur or leather? 1, People should not wear fur or leather. A: Killing animals for fur isnot humane. 1. Animals raised for fur are kept in inhumane conditions. 2. They are killed before they reach old age. B: Fur is not necessary for people. 1. They can wear other materials. 2. Example: Il, People should be allowed to wear fur or leather. A: Animals are raised specifically for fur. 1. Many animals such as rabbits, minks, and chinchillas wouldn't be alive unless people bred them for their fur. ‘They weren't wild animals that were shot. 2. Example: B: Reason: 1. Example: 2. Example: Topic: |. One side of the argument: A: Reason: 1. Example: 2. Example: B: Reason: Il, Other side of the argument: A: Reason: 1, Example: 2. Example: B: Reason: 1. 2 STEP 3: Choose one person in your group to present the group's arguments and examples to the class. Listening Task Listen to your classmates’ arguments. Then conduct a class vote to see which side of the issue most people support. Animal Intelligence 103104 UNIT PROJECT Research a famous example of an animal thought to be intelligent and present your findings to the class. STEP I: Select one of these famous animals, or choose your own example. a. Akeakamai, a dolphin b. Chaser, a dog, c. Ayuma, a chimp d. Hank, a heron e. Kanzi, a bonobo ape f. Panbanisha, a bonobo ape g Rio, asea lion ‘h. Romero, a crow i. Tillman, a dog Tillman STEP 2: Research online to find the following information: what the animal was able to learn and what the scientists who worked with the animal think that means. Take notes ‘on the information you find. STEP 3: Present your findings to the class. Include a picture of the animal, if possible. Give your own opinion: How intelligent do you think the animal is (or was)? In what ‘ways? For example, was it able to speak, use sign language, make or use tools, show empathy, or understand mathematical concepts? UNIT 4ALTERNATIVE SPEAKING TOPICS Work with a small group and read the quotations. Paraphrase each quotation and then choose fone that you agree with and explain its meaning to the class. Organize your arguments by stating a main idea and supporting it with details and examples. 1. fan animal does something, we call it instinct; if we do the same thing for the same reason, we call it intelligence. (Will Cuppy, 1884-1949, author) 2. The greatness of a nation and its moral progress can be judged by the way its animals are treated. (Mohandas Gandhi, 1869-1948, statesman and philosopher) 3. ‘The soul of man is divided into three parts: intelligence, reason, and passion. Intelligence and passion are possessed by other animals, but reason by man alone, (Pythagoras, about 569 8.c,-about 475 8.c., mathematician and philosopher) 1 BI HEI NIGO TO MyEnglishLab TO DISCUSS ONE OF THE ALTERNATIVE TOPICS, WATCH A VIDEO ABOUT TALKING TO ANIMALS, AND TAKE THE UNIT 4 ACHIEVEMENT TEST. SS SSS S800 000 SB Ome Animal Intelligence 105